Tag Archives: PIDP 3100

Lesson Planning – Media

One of my favourite multimedia tools to use is Jing. It is a very easy to use tool that can be used to conduct screen captures and screencast videos with audio. I use this to explain how to navigate a website or online course, since you have the ability to pause the recording, switch screens, and then pick up where you left off seamlessly. With the free version, you are limited to 5 minutes, which forces you to be concise, and actually keeps the videos more engaging. The paid version offers more video formats and editing capability.

https://www.techsmith.com/jing.html

jing screenshot

 

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Director : Jordan Vogt-Roberts.
Producer : Thomas Tull, Jon Jashni, Mary Parent, Alex Garcia.
Release : March 8, 2017
Country : United States of America.
Production Company : Warner Bros., Legendary Entertainment.
Language : English.
Runtime : 118 min.
Genre : Science Fiction, Action, Adventure, Fantasy.

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Journal Entry – PIDP 3100 Category 3

“learning from one’s experience involves not just reflection, but critical reflection.” (Merriam & Bierema, 2014, p.117)

Objective:

Reflective practice as a part of the experiential learning cycle has been a key component in modern education since Kolb and Fry first developed their experiential learning model and learning style inventory in the mid 70’s. The Kolb model is used by educators and business leaders alike as a way to create meaningful learning and evolving trains of thought, and a road to continual improvement. But it is not only taking the time for reflection, but critical reflection that stands out in this reference. Brookfield proposed three stages of critical reflection – taking our assumptions, scrutinizing them, and then reconstituting them (as cited in Merriam & Bierema, 2014). By including critical reflection, we are creating a call to action that should result in meaningful change and growth. This thought process is evident in the development of transformative learning as a theory posed by Mezirow that identifies 10 stages of transformation, starting from a life crisis or major transition which triggers a disorienting dilemma, through to reintegration.

Reflective

Critical reflection is a way for the learner and teacher each to challenge their own assumptions. As humans we are naturally inquisitive, as anyone who has lived through the “why” years of raising young children can attest. By including regular reflection and evaluation into our lives, we offer ourselves the opportunity to make changes and also to question why or why not we do things. We learn from our own reflections, but also by the critical reflection that comes when asked a question that seems relatively innocent. In my early years as a chef, I used to get really worked up for the busy weekend evenings. I would work faster, push my team to do the same, and thought nothing of it, until one day a 16-year-old dishwasher asked me a fairly simple question. He said, “Chef, why do you get yourself and everyone else so worked up on Fridays? We only do 10 more dinners than we do on Thursday.” From that moment on, I used that same rationale to calm down others I saw creating bigger challenges for themselves than they needed to in similar situations.

Interpretive

By looking at critical reflection as a natural part of the learning cycle, we place ourselves in an place that can have both high reward and risk for the teacher. Are we really able to have our students challenge our assumptions, or to ask difficult questions of us? I hope so. Offering students the opportunity to reflect critically on their own work is one thing, but a huge part of growth and learning to teach and to lead is to develop the ability to critique in a manner that is constructive, and to build trust by offering up opportunities for students to critique and challenge your assumptions as a teacher or leader. Without doing do, we run the risk of reflection being a cursory exercise, with out the meaningful insights that come from looking truly at opportunities for improvement. This quote challenges us to not fall into that trap, and that in order to really learn, we must be willing to reflect critically and make changes as a result.

Decisional

One of the more difficult things about teaching adult learners, especially those who have developed the skills to think critically and to participate actively in the learning process, is letting go of any assumptions that you might have about being the “expert” in the room. Just as the skills managing people need to change and evolve depending on the individuals, their needs, so does the approach to teaching. We should always be looking for ways to be more effective, more engaging, and to create the most meaningful opportunities for our students. Critical reflection not only offers us the opportunity to make that happen, it is a necessity. As a friend of mine once said when addressing a group of young cooks, “Every day, I try and do what I have done before just a little bit better. Even if I’m just making mashed potatoes, I think about how I can make them better today”

References

Kolb. D. A. and Fry, R. (1975) Toward an applied theory of experiential learning. In Theories of Group Process. London: Wiley.

Merriam, S.B., Bierema, L.L. (2014) Adult Learning: Linking Theory and Practice. San Francisco: Jossey-Bass

Wikipedia. (2015) Transformative learning. Retrieved from: http://en.wikipedia.org/wiki/Transformative_learning

Journal Entry – PIDP 3100 Category 2

“adults are problem-centered, not subject-centered, and desire immediate, not postponed application of the knowledge learned.” (Merriam & Bierema, 2014, p 53)

Objective:

This quote summarizes the fourth assumption of Knowles’ work on andragogy – immediacy. Knowles posed that people as they mature become more self-directed, build on a reservoir of experience, develop a need to learn instead of being told they need to learn, and seek immediate application of their knowledge (Knowles, 1980). This also reinforces the idea that with a problem at hand, we are more motivated to seek out an answer (Merriam & Bierema, 2014) What really caught my attention was how Knowles further linked rapid cultural change (both social and technological) to an observation that rings truer every day and foreshadowed the challenges we see in the 21st century, namely “knowledge gained at any point in time is largely obsolete within a matter of years, and skills that made people productive in their twenties become out-of-date in their thirties.” (p.41)

Reflective

As a result, we have to look at teaching that which students can apply immediately, and giving them opportunities to do so. With this comes a responsibility to adapt and update our material and lesson planning on a much more frequent basis, and failure to do so will put us at risk of irrelevance. I think about what I learned when I went to cooking school, and although the fundamental concepts are the same, I see students, some even in high school, regularly demonstrating techniques I didn’t learn until much later into my career, and re-interpreting ideas that I still think of as being new. Our students have immediate access to information from around the globe and if we are not prepared to at least keep up with them, we can’t be successful at helping them learn.

Interpretive

Not only are we tending to seek immediate application of the knowledge we gain, we have moved to a just-in-time learning model. When I read the quote, I immediately thought that not only do we as adults want to apply new knowledge right away, we can seek out information immediately for a task at hand. With technology, we have moved into a space where we no longer even need necessarily to learn how to do something before we attempt it. In many cases we can learn it as we do it, which has a fundamentally huge implication in how we might approach teaching in the future. Not long ago, we decided to upgrade the stereo in my older car. In a previous era (perhaps only 5 years ago) I would never have just assumed that we could go out to the store and purchase the stereo, drive home, take out a smartphone, and watch a YouTube video on how to install a stereo on my exact model and year of car while we put it in. Less than an hour later, we had a new stereo installed and a fine sense of accomplishment. What does this mean for us as teachers? Are we at risk of becoming obsolete, or do we have to embrace the reality and come up with creative ways to include this change into our classrooms.

Decisional

One tech school in France, Ecole 42, had 70,000 applications for just 900 spaces last year. They have no books, no teachers, no tuition, and offer no degrees, yet they propose to turn out highly qualified software engineers who will spend 2-3 years solving increasingly difficult problems with their classmates, and finding all of their own resources to do so (venturebeat.com, 2014).

I don’t think this means that we will see droves of teachers showing up with no lesson plans or learning resources, assuming that they and their students will be able to find whatever they need through their phones, but certainly there are aspects of this that can be applied in every classroom. Consider setting out a task and seeing who can find the best online resource in the moment, or offering more experiential activities integrated with a theory lesson to build on that need for immediacy. For me, embracing the change is an exciting challenge, that also offers opportunity to learn myself.

References

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge.

Merriam, S.B., Bierema, L.L. (2014) Adult Learning: Linking Theory and Practice. San Francisco: Jossey-Bass

Venturebeat.com. (2014) This French tech school has no teacher no books no tuition and it could change everything (June 13, 2014) Retrieved from: http://venturebeat.com/2014/06/13/this-french-tech-school-has-no-teachers-no-books-no-tuition-and-it-could-change-everything/

Journal Entry – PIDP 3100 Category 1

“There are few educators who would disagree with the principle that lifelong learning is a good thing but the important questions are about the types of learning that the concept promotes, the life that it encourages us to lead, who benefits from this and the nature of the society that it upholds.” (Crowther, 2012, p.801)

Objective:

This quote asks us to explore the social aspects and impacts of education. As a result, we must, as educators, look at lifelong learning in a broader context. By adding social context to the discussion, we can understand how a dedication to lifelong learning, reflection, and analysis can impact the social fabric of a society and effect real social change. But how does that change transpire? Does a society committed to lifelong learning look at education as a means for social change, or is social change a result of educated and actively engaged citizens who are committed to actively improve their world and the world around them? Crowther’s debate explores whether or not lifelong learning whose purpose is to create individuals who are self-sufficient in many ways – self directed, self interested, and self-funded (Crowther, 2012), will ultimately result in changes to a system that was built on the concept of providing free and accessible education and other services to its citizens.

Reflective

As a result, as teachers we have to look at how we see the impact of learning on the outside world. Is our role to guide our students to adapt to the world that is or to give them the tools and skills to create the world that will be? Much depends on the students themselves, their stages of life, and the learning itself. Increasingly, we see multi-generational and multicultural workplaces and classrooms, and cohorts that include individuals who have yet to embark on a working career and those who are just winding down from one. This dynamic requires the instructor to adapt and an opportunity to use the variety of experiences and points of view the learners bring to enrich the context of the course beyond the curriculum.

Interpretive

Critical to the examination of the net beneficiary of lifelong learning as a concept is the realization that social change and a critically thinking society are deeply connected. Without continual learning and adapting, society is condemned to an endless status quo, which benefits only those who have little to gain from any meaningful change and creates a climate of apathy. In an age where Yong Zhou states, “education has been preparing our students for an economy that no longer exists” (2014) change, both within and outside the formal education system seems inevitable. This can be evidenced by the increased focus on personalized learning and a different set of skills such as adaptability and thinking outside the box as being seen as keys to success in today’s world.

Decisional

In looking at how to adapt this to the training I have a hand in delivering, I have realized that learning, regardless of the subject matter can have a net impact on society as a whole. Whether it be from teaching sustainability to a culinary student or presenting reflective exercises that offer students the opportunity to explore how they view a problem from many angles, including the social context can lead to students approaching what they have learned with a slightly different perspective than perhaps we as teachers did when presenting. In addition, the concept that society benefits from an educated population seems not to be in question, but rather that what the benefits are vary as greatly as those we encounter in our classrooms and workplaces.

References

Crowther, J. (2012) ‘Really Useful Knowledge’ or ‘Merely Useful’ Lifelong Learning’. In Aspin, D., Chapman, J., Evans, K., & Bagnall, R. (Eds.) (2012). Second International Handbook of Lifelong Learning: Part 1 and Part 2. (Springer International Handbooks of Education; Vol. 26). Dordrecht, Heidelberg, London, New York: Springer.

Zhao, Y (2014, July 2) College Ready or Out-of-Basement Ready: Shifting the Education Paradigm. In Education in the Age of Globalization. Retrieved from: http://zhaolearning.com/2014/07/02/college-ready-vs-out-of-basement-ready-shifting-the-education-paradigm/